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当前,学界对于“教师成为研究者”这一命题所涉及到的“怎样的教师成为研究者”、“教师成为怎样的研究者”以及“教师怎样成为研究者”等三个具体问题并无一致性结论。教育科研工作的性质以及教师队伍的特点决定了不是每个教师都能成为研究者,而教育工作本身也并不要求每个教师都应该成为研究者。教师的研究有其特定的属性,具备内在动机、时间精力和多元能力是教师从事科研工作的基础。同时,教师要成为研究者,自身需要学会借鉴和模仿,掌握科研成果发表的技巧,并培养自己健康的科研工作心境。
At present, the academic circles are concerned with “what teachers become researchers”, “how teachers become researchers” and “how teachers become researchers” in the proposition that teachers become researchers. There are no consistent conclusions on three specific issues. The nature of education and research work and the characteristics of the teaching staff determine that not every teacher can become a researcher, and that education itself does not require that every teacher should become a researcher. Teachers’ research has its own specific attributes. Having intrinsic motivation, time and diversity is the foundation for teachers to engage in scientific research. At the same time, if teachers want to become researchers, they need to learn to learn and imitate themselves, master the techniques published in scientific research, and cultivate their own healthy state of mind in scientific research.